Social-emotional classroom climate and academic achievement for Chinese elementary students: The roles of convergent and divergent thinking

Li, Cheng; Zhang, Xiaowei; Lin, Junqi; Dong, Yan; Zhang, Jiatong; Tong, Zhuo

doi:10.1177/01430343221128825

Cited by 5 publications

(1 citation statement)

References 96 publications

(107 reference statements)

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“…"In addition,(Javadi & Tahamsbi, 2019) suggests that learners could be engaged in activities related to learners" lives and experiences that involve excitement and emotions. Cheng et al (2022) conducted a study on the effects of the social-emotional classroom climate on academic achievement for elementary students. The results indicated that the social-emotional climate had a positive effect on school achievement, and divergent thinking plays an indirect role between social-emotional climate and academic achievement.…”

Section: Discussionmentioning

confidence: 99%

Developing Expressive Skills through Non–Linear Thinking Tasks: An Exploratory Study

Abdullateef

2024

WJEL

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EFL learners face dual challenges in writing sessions due to inadequate writing skills and the inability to generate and organize ideas as expected by the instructor. Differences in cultural backgrounds too act as hindrances and prevent them from thinking in a uni-directional way. Thus, a good number of learners show disinterest in writing sessions. Therefore, it becomes imperative to encourage learners to think differently from peers and acknowledge their efforts. The study adopted an exploratory sequential method to find the impact of non-linear/multiple-solution tasks on the expressive writing skills of learners. The sample comprised 39 students pursuing the first level of an undergraduate course at Prince Sattam bin Abdulaziz University. This study went through two stages of data analysis, first: Performance Evaluation, based on a four-level assessment process. The performance indicators were: fluency, flexibility, originality, and elaboration. Second, a questionnaire was distributed to the participants after the fourth intervention to measure four indicators of motivation: attention, relevance, confidence, and satisfaction. The results showed a significant relationship between divergent thinking, motivation, autonomy, and expressive writing skills. Based on the results of the present study, it can be suggested to give adequate importance to divergent thinking to develop expressive writing skills in students.

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Section: Discussionmentioning

confidence: 99%

Developing Expressive Skills through Non–Linear Thinking Tasks: An Exploratory Study

Abdullateef

2024

WJEL

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Playfulness and Kindergarten Children's Academic Skills: Executive Functions and Creative Thinking Processes as Mediators?

Fung,

Chung

2024

Journal of Creative Behavior

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This study examined the direct and indirect relationships between playfulness (social and cognitive spontaneity), executive functions, convergent thinking, divergent thinking, and academic skills in Hong Kong Chinese kindergarten children. Participants were 181 second‐year (4 to 5 years) kindergarten children (45.9% boys) and their parents. Parents reported demographic information and children's playfulness and executive functions through a questionnaire. Children were administered behavioral assessments of convergent thinking, divergent thinking, Chinese word reading, and number word comparison at their kindergarten. Results from a path analytic model revealed the mediating roles of convergent and divergent thinking in the relationship between playfulness and number word comparison. In contrast, convergent thinking mediated the link between playfulness and Chinese word reading. Executive functions were positively related to playfulness but unrelated to children's academic skills. The findings suggest that playful children might develop better creative thinking processes, supporting their academic skills. Practically, the findings underscore the importance of play‐based learning in developing children's creativity and academic skills in the early years.

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Unleashing creative potential: Evaluating the impact of a cognitive-based creativity training program in the classroom

Chen,

Liu,

Gao

2024

Thinking Skills and Creativity

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Social-emotional classroom climate and academic achievement for Chinese elementary students: The roles of convergent and divergent thinking

Cited by 5 publications

References 96 publications

Developing Expressive Skills through Non–Linear Thinking Tasks: An Exploratory Study

Developing Expressive Skills through Non–Linear Thinking Tasks: An Exploratory Study

Playfulness and Kindergarten Children's Academic Skills: Executive Functions and Creative Thinking Processes as Mediators?

Unleashing creative potential: Evaluating the impact of a cognitive-based creativity training program in the classroom

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